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Mattheos, N., Larsson, C., Ma, L., Fokas, G., Chronopoulos, V. & Janda, M. (2017). Micromorphological differences of the implant-abutment junction and in vitro load testing for three different titanium abutments on Straumann tissue level implants (ed.). Clinical Oral Implants Research, 28(12), 1523-1531
Open this publication in new window or tab >>Micromorphological differences of the implant-abutment junction and in vitro load testing for three different titanium abutments on Straumann tissue level implants
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2017 (English)In: Clinical Oral Implants Research, ISSN 0905-7161, E-ISSN 1600-0501, Vol. 28, no 12, p. 1523-1531Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: The aim of this study was to investigate the micromorphological differences among three commercially available titanium abutments on Straumann implants. Furthermore, the possible impact of functional loading on the micromorphology and potential complications was investigated with the use of in vitro testing. MATERIAL AND METHODS: Three groups of Titanium abutments (A: Straumann Variobase n = 5, B: EBI best Duo n = 5, and C: Implant Direct n = 5) were torqued on Straumann RN implants, as according to each of the manufacturer's instructions. The implant-abutment units were scanned with Micro-CT. Three units of each group were directly sliced in the microtome and photographed under different magnifications (10x-500x) through a Scanning Electron Microscope. Six units (two from each group) were restored with cement-retained crowns, subjected to 2000,000 load cycles with loads between 30 and 300 N at 2 Hz, examined through Micro-CT and finally sliced and photographed as described above. The micromorphology of each unit was studied, and the total length of tight contact (

Place, publisher, year, edition, pages
Blackwell Munksgaard, 2017
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15678 (URN)10.1111/clr.13021 (DOI)000416853000007 ()28397298 (PubMedID)2-s2.0-85017626409 (Scopus ID)23452 (Local ID)23452 (Archive number)23452 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
Löfgren, N., Larsson, C., Mattheos, N. & Janda, M. (2016). Influence of misfit on the occurrence of veneering porcelain fractures (chipping) in implant-supported metal-ceramic fixed dental prostheses (ed.). Clinical Oral Implants Research, 28(11), 1381-1387
Open this publication in new window or tab >>Influence of misfit on the occurrence of veneering porcelain fractures (chipping) in implant-supported metal-ceramic fixed dental prostheses
2016 (English)In: Clinical Oral Implants Research, ISSN 0905-7161, E-ISSN 1600-0501, Vol. 28, no 11, p. 1381-1387Article in journal (Refereed) Published
Abstract [en]

OBJECTIVE: Technical complications such as veneer fractures are more common in implant-supported than tooth-supported restorations. The underlying causes have not been fully identified. The aim of this study was to evaluate whether misfit between the restoration and the implant may affect the risk of veneer fractures. MATERIALS AND METHODS: Twenty standardized five-unit implant-supported metal-ceramic fixed dental prostheses (FDP)s were manufactured and fixed in acrylic blocks. The test group consisted of ten FDPs fixed with a 150-μm misfit at the distal abutment. The remaining ten FDPs were fixed without misfit and acted as a control group. All FDPS underwent cyclic loading for a total of 100,000 cycles at 30-300 N. The FDPs were checked for cracks or chip-off fractures regularly. After cyclic load, the retorque value of all abutment screws was checked. RESULTS: Cracks within the veneering porcelain were noted in nine FDPs in the test group and one FDP in the control group. This difference was statistically significant (P < 0.001). Fractures of the veneering porcelain occurred in three FDPs in the test group. No fractures occurred in the control group. This difference was not statistically significant. There were no significant differences in retorque values neither between the groups nor between different abutment positions in the FDPs. CONCLUSIONS: Within the limitations of this in vitro pilot trial, it is suggested that misfit between a restoration and the supporting implant may increase the risk of cracking and/or chipping of the veneering porcelain for metal-ceramic FDPs.

Place, publisher, year, edition, pages
John Wiley & Sons, 2016
Keywords
misfit, dental implants, metal-ceramic, veneering porcelain, fixed partial dentures
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15689 (URN)10.1111/clr.12997 (DOI)000414369500014 ()27995653 (PubMedID)2-s2.0-85007203544 (Scopus ID)22419 (Local ID)22419 (Archive number)22419 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
Ucer, C., Botticelli, D., Stavropoulos, A. & Mattheos, N. (2014). Current trends and status of continuing professional development in implant dentistry in Europe (ed.). European journal of dental education, 18(s1), 52-59
Open this publication in new window or tab >>Current trends and status of continuing professional development in implant dentistry in Europe
2014 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 18, no s1, p. 52-59Article in journal (Refereed)
Abstract [en]

INTRODUCTION: Previous surveys have shown that newly graduated dentists, in most European countries, do not obtain adequate theoretical knowledge and, especially, clinical skills in implant dentistry (ID) through their undergraduate education and must therefore acquire knowledge and develop competencies through further postgraduate study. Moreover, clinicians, in general, need to continue to maintain the currency of their competence by undertaking ongoing continuing professional development (CPD). This seems particularly important in ID as techniques, and materials develop rapidly due to advances in biomedical technology. Despite recent developments, CPD in ID remains poorly organised with little standardisation or harmonisation across Europe. The objective of this survey was to explore the current status and trends within CPD education in ID in Europe. MATERIALS AND METHODS: Stakeholders and opinion leaders associated with ID education were invited by email to fill an online questionnaire (closing date: 30th April 2013). Two hundred and forty-seven questionnaires were distributed, and two separate reminders were sent to participants in 38 European countries. The survey contained 14 multiple-choice questions, and the data were collected using SurveyMonkey© software, exported in SPSS (Inc, Chicago, IL, USA) format and analysed using descriptive statistics. RESULTS: Two hundred respondents working in 24 countries replied to the survey (response rate of 81% of invitees and 63% of countries surveyed). The results demonstrated a wide divergence in the content and structure of CPD in ID in Europe. CONCLUSIONS: Dentists need CPD to develop their skills and to maintain their competence in ID. There is an urgent need for structured and accredited CPD, which should be readily available to all dentists practising ID. It should have pre-determined learning objectives, delivered by accredited CPD providers and educators, and have assessable outcome measures to ensure the best possible impact on clinical practice and patient safety.

Place, publisher, year, edition, pages
John Wiley & Sons, 2014
Keywords
continuing professional development, implant dentistry, postgraduate dental education
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-6200 (URN)10.1111/eje.12080 (DOI)000337520900007 ()24484520 (PubMedID)2-s2.0-84893355745 (Scopus ID)16912 (Local ID)16912 (Archive number)16912 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Christersson, C., Hallstedt, P.-A., Hartsmar, N., Högström, M., Malmberg, C. & Mattheos, N. (2009). A professional approach: a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry (ed.). The Swedish Agency for Networks and Cooperation in Higher Education
Open this publication in new window or tab >>A professional approach: a pedagogical model for the assessment of authentic cases in teacher education, social work education and dentistry
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2009 (English)Report (Other academic)
Abstract [sv]

Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade au-tentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituatio-ner, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

Abstract [en]

The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practice into a cohesive whole is worked upon by the use of simulated authentic situations. The students describe professional scenarios. These are used in self-assessment, seminars and interactive assessment. The situations are at times characterized strongly by specific theoretical knowledge but at other times only indirectly so. The students describe situations that occur in professional practice, analyse these and enact them, compare their own handling of the situation with others’, and articulate their need to further develop their competence. Everything is documented in the learning management system Xpand and is easily searched through.

Place, publisher, year, edition, pages
The Swedish Agency for Networks and Cooperation in Higher Education, 2009
Keywords
assessment, authentic professional scenarios, citizenship education, professional education, simulation, socio-cultural heterogeneity
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-16893 (URN)7921 (Local ID)7921 (Archive number)7921 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-09-05Bibliographically approved
Mattheos, N., Christersson, C., Högström, M., Hallstedt, P.-A., Malmberg, C. & Hartsmar, N. (2008). Multidisciplinary development of professional identity through a Problem Based Learning Curriculum (ed.). Paper presented at Association for Dental Education in Europe, Structural Changes in Dental Education, Dublin, Ireland (2007). European journal of dental education, 12(2), 122-123
Open this publication in new window or tab >>Multidisciplinary development of professional identity through a Problem Based Learning Curriculum
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2008 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 12, no 2, p. 122-123Article in journal, Meeting abstract (Other academic) Published
Abstract [en]

Aims: Healthcare practitioners operate in an increasingly complex social environment, where daily professional practice requires dealing with problems of social, moral, ethical and legal dimensions. This crucial aspect of "professionalism" is often neglected in the dental curriculum. The aim of this pedagogic project is to use self and peer-assessment to help students develop their professional identity. Through the use of authentic situations , the project aims to confront students with controversial scenarios from professional life and consequently help them define well informed strategies. Materials and Methods: This project is a collaboration between the Faculty of Odontology, the School of Social Sciences and the School of Education, University of Malmo¨, Sweden. All three disciplines have with the help of students developed "cases" based on authentic scenarios. These cases include controversial situations extending in the field of professional ethics, law, sociology and morality. The dentist, teacher or sociologist has to take decisions that can significantly affect the life of others. Students are asked to identify the best possible strategies to deal with the problems, based on scientific evidence but also laws, professional ethics and social structures. The cases will be used for self-assessment and peer assessment in groups, as described by the Interactive Examination methodology. In brief this implies that the students describe, analyse and act, compare their own and other students´ or teachers’ ways to deal with a problem, and consequently articulate their needs of new competencies and define new learning objectives. Conclusions: The ability to successfully handle social, ethical and legal dimensions of patient treatment is a significant dimension of professionalism, which often is neglected in our curricula. This multidisciplinary project aims to broaden and strengthen the professional identity of dental students, thus better preparing them to operate in a complex society.

National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-14531 (URN)10.1111/j.1600-0579.2008.00515.x (DOI)4969 (Local ID)4969 (Archive number)4969 (OAI)
Conference
Association for Dental Education in Europe, Structural Changes in Dental Education, Dublin, Ireland (2007)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-09-05Bibliographically approved
Christersson, C., Hallstedt, P.-A., Hartsmar, N., Högström, M., Malmberg, C. & Mattheos, N. (2008). Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning. (ed.). Andrimne forlag og Kommunikasjonshus AS
Open this publication in new window or tab >>Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning.
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2008 (Swedish)Report (Other academic)
Abstract [sv]

Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka.

Abstract [en]

The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and den-tists in a culturally heterogeneous society. The difficulty of uniting theory and practice into a cohesive whole is worked upon by the use of simulated authentic situations. The students describe professional scenarios. They are used in self-assessment, seminars and interactive assessment. The situations are characterised partly by specific theoretical knowledge and partly by the obscure. In practice, the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Everything is documented at the learning management system Xpand and easy to search through.

Place, publisher, year, edition, pages
Andrimne forlag og Kommunikasjonshus AS, 2008
Keywords
assessment, bedömning, authentic professional scenarios, citizenship education, professional education, simulation, social cultural heterogeneity, autentiska professionella scenarier, medborgerlig bildning, professionsutbildning, simulering, sociokulturell heterogenitet
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-16905 (URN)6745 (Local ID)6745 (Archive number)6745 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-09-05Bibliographically approved
Jönsson, A., Mattheos, N., Svingby, G. & Attström, R. (2007). Dynamic assessment and the "Interactive examination" (ed.). Educational Technology & Society, 10(4), 17-27
Open this publication in new window or tab >>Dynamic assessment and the "Interactive examination"
2007 (English)In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 10, no 4, p. 17-27Article in journal (Refereed) Published
Abstract [en]

To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.

Place, publisher, year, edition, pages
International Forum of Educational Technology & Society, 2007
Keywords
Assessment, Self assessment, Oral health education, Teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-14544 (URN)4949 (Local ID)4949 (Archive number)4949 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2023-08-21Bibliographically approved
Malmberg, C., Hallstedt, P.-A., Hartsmar, N., Högström, M., Christersson, C. & Mattheos, N. (2007). Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö) (ed.). In: (Ed.), : . Paper presented at CiCe Nordic, Malmö, Sweden (2007).
Open this publication in new window or tab >>Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö)
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2007 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study

Keywords
assessment, authentic, professional, simulation
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-11871 (URN)4968 (Local ID)4968 (Archive number)4968 (OAI)
Conference
CiCe Nordic, Malmö, Sweden (2007)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-09-05Bibliographically approved
Mattheos, N., Attström, R., Fundak, A., Knutsson, K., Padrutt, S., Polychronopoulou, A., . . . Saxer, U. P. (2006). Assessing behavioural change support abilities of the oral healthcare team (ed.). Oral Health & Preventive Dentistry, 4(1), 71-77
Open this publication in new window or tab >>Assessing behavioural change support abilities of the oral healthcare team
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2006 (English)In: Oral Health & Preventive Dentistry, ISSN 1602-1622, E-ISSN 1757-9996, Vol. 4, no 1, p. 71-77Article in journal (Refereed) Published
Abstract [en]

Competent behavioural change intervention can be learned, practised and developed. Therefore, the teaching and assessment of this ability should be within the scope of both the undergraduate and post-graduate curriculum. Assessment should target knowledge base and skills in the areas of counselling, communication and behaviour. Assessment of the knowledge base should ideally be conducted in a comprehensive, multidisciplinary, centrally based manner in the pre-clinical curriculum. Assessment of skills in the areas of communication, counselling and behaviour change is a wider aim that should be integral throughout the curriculum. In continuing education (CE) environments, an initial 'screening' assessment would help educators to adjust the course to the participants' background and needs. Furthermore, three major assessment schemes are proposed: (1) assessment of knowledge and skills, (2) evaluation of the whole course by the participants, and (3) assessment of the implementation process, four to six months after completion.

Place, publisher, year, edition, pages
Quintessence, 2006
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15798 (URN)10.3290/j.ohpd.a11038 (DOI)16683399 (PubMedID)2-s2.0-33744966163 (Scopus ID)3654 (Local ID)3654 (Archive number)3654 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-05-07Bibliographically approved
Leisnert, L. & Mattheos, N. (2006). The interactive examination in a comprehensive oral care clinic: a three-year follow up of students' self-assessment ability (ed.). Medical teacher, 28(6), 544-548
Open this publication in new window or tab >>The interactive examination in a comprehensive oral care clinic: a three-year follow up of students' self-assessment ability
2006 (English)In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 28, no 6, p. 544-548Article in journal (Refereed) Published
Abstract [en]

Little is known of how students' self-assessment ability evolves throughout the curriculum. The Interactive Examination aims to assess students' self-assessment ability, in parallel with their knowledge and competences. The method utilizes a written task and subsequent comparison of own performance with that of a qualified clinician. One cohort of dental students (n = 48) underwent assessment through Interactive Examination at three instances in 2004, during their final year of studies. Forty-two of them were assessed with the same methodology in 2001. Students' individual performance, self-assessment ability scores and attitudes in 2004 were correlated with their respective data from 2001. Students' acceptance of the methodology was high. The written performance in 2004 was positively correlated with this of 2001 in one of the three cases, while the comparison document scores in two out of three cases. Five students presented unacceptable self-assessment ability in 2004, four of whom were also unacceptable in 2001 in the same field. Unacceptable students of 2001 (n = 9) presented significantly lower results than their colleagues in 2004. These observations indicate that the self-assessment ability is not directly relevant to subject knowledge. On graduation, there exist students with significant self-assessment difficulties, the majority of whom could be detected earlier in their studies.

National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-6833 (URN)10.1080/01421590600878184 (DOI)000242451600005 ()17074702 (PubMedID)2-s2.0-33750510070 (Scopus ID)3498 (Local ID)3498 (Archive number)3498 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7358-7496

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